Bridging Science to Practice: Achieving Prevention Program Implementation Fidelity in the Community Youth Development Study

2008 ◽  
Vol 41 (3-4) ◽  
pp. 235-249 ◽  
Author(s):  
Abigail A. Fagan ◽  
Koren Hanson ◽  
J. David Hawkins ◽  
Michael W. Arthur
Keyword(s):  
Youth Development ◽  
Program Implementation ◽  
Prevention Program ◽  
Implementation Fidelity ◽  
Development Study ◽  
Community Youth Development

scholarly journals Implementation of the Communities That Care prevention system by coalitions in the Community Youth Development Study

2010 ◽  
Vol 38 (2) ◽  
pp. 245-258 ◽  
Author(s):  
Michael W. Arthur ◽  
J. David Hawkins ◽  
Eric C. Brown ◽  
John S. Briney ◽  
Sabrina Oesterle ◽  
...  
Keyword(s):  
Youth Development ◽  
Development Study ◽  
Communities That Care ◽  
Prevention System ◽  
Community Youth Development

Implementing Effective Community-Based Prevention Programs in the Community Youth Development Study

2008 ◽  
Vol 6 (3) ◽  
pp. 256-278 ◽  
Author(s):  
Abigail A. Fagan ◽  
Koren Hanson ◽  
J. David Hawkins ◽  
Michael W. Arthur
Keyword(s):  
Youth Development ◽  
Prevention Programs ◽  
Community Based ◽  
Development Study ◽  
Effective Community ◽  
Community Youth Development

Findings From the Community Youth Development Study

2018 ◽  
Author(s):  
Abigail A. Fagan ◽  
J. David Hawkins ◽  
Richard F. Catalano ◽  
David P. Farrington
Keyword(s):  
Youth Development ◽  
Service Providers ◽  
Controlled Trial ◽  
State Level ◽  
Community Based ◽  
Development Study ◽  
Randomized Controlled ◽  
Prevention System ◽  
Community Youth Development ◽  
And Control

This chapter describes a randomized controlled trial of the CTC system to show that it is possible to use this type of rigorous methodology to evaluate a community-based prevention system. This project, the Community Youth Development Study (CYDS), involved 24 communities in seven U.S. states. The methods used to recruit communities and state-level partners to the trial, as well as the measures used to collect data from community key leaders, service providers, coalition leaders, and youth in CTC and control communities, are described. The chapter also summarizes the study’s findings, including desired changes in community-level processes, youth-reported risk and protective factors, and youth-reported behavioral health problems. Estimates of CTC’s cost benefits are provided.

Measuring Implementation of a School-Based Violence Prevention Program

2014 ◽  
Vol 222 (1) ◽  
pp. 49-57 ◽  
Author(s):  
Marie-Therese Schultes ◽  
Elisabeth Stefanek ◽  
Rens van de Schoot ◽  
Dagmar Strohmeier ◽  
Christiane Spiel
Keyword(s):  
Violence Prevention ◽  
Program Implementation ◽  
Prevention Program ◽  
Self Efficacy ◽  
School Teacher ◽  
Evaluation Studies ◽  
Implementation Fidelity ◽  
School Based ◽  
Participant Responsiveness ◽  
Violence Prevention Program

When school-based prevention programs are put into practice, evaluation studies commonly only consider one indicator of program implementation. The present study investigates how two different aspects of program implementation – fidelity and participant responsiveness – jointly influence proximal outcomes of the school-based violence prevention program ViSC. The program was implemented in 20 schools across Austria. Trainers conducted in-school teacher trainings with varying implementation fidelity to the program schedule. In a two-wave evaluation study, 370 teachers provided data about their participant responsiveness and the program’s proximal outcomes. The latter comprised their self-efficacy to stop violence among students and their behavior in bullying situations. Multilevel analyses showed that teachers’ self-efficacy was significantly more enhanced in schools where the ViSC program had been implemented with high fidelity. Furthermore, only teachers with high participant responsiveness significantly changed their behavior in bullying situations. Implications for program developers and suggestions for further research on implementation are discussed.

scholarly journals Design and Analysis of the Community Youth Development Study Longitudinal Cohort Sample

2009 ◽  
Vol 33 (4) ◽  
pp. 311-334 ◽  
Author(s):  
Eric C. Brown ◽  
John W. Graham ◽  
J. David Hawkins ◽  
Michael W. Arthur ◽  
Megan M. Baldwin ◽  
...  
Keyword(s):  
Youth Development ◽  
Development Study ◽  
Longitudinal Cohort ◽  
Community Youth Development

Effects of Communities That Care on Prevention Services Systems: Findings From the Community Youth Development Study at 1.5 Years

2007 ◽  
Vol 8 (3) ◽  
pp. 180-191 ◽  
Author(s):  
Eric C. Brown ◽  
J. David Hawkins ◽  
Michael W. Arthur ◽  
John S. Briney ◽  
Robert D. Abbott
Keyword(s):  
Youth Development ◽  
Development Study ◽  
Prevention Services ◽  
Communities That Care ◽  
Community Youth Development

scholarly journals Testing Communities That Care: The Rationale, Design and Behavioral Baseline Equivalence of the Community Youth Development Study

2008 ◽  
Vol 9 (3) ◽  
pp. 178-190 ◽  
Author(s):  
J. David Hawkins ◽  
Richard F. Catalano ◽  
Michael W. Arthur ◽  
Elizabeth Egan ◽  
Eric C. Brown ◽  
...  
Keyword(s):  
Youth Development ◽  
Development Study ◽  
Communities That Care ◽  
Community Youth Development

Community Youth Development Service-Learning: Trauma-Informed and Culturally Responsive

2019 ◽  
Author(s):  
Philip Monte Verde ◽  
Marie Watkins ◽  
Donovan Enriquez ◽  
Shalym Nater ◽  
John C. Harris
Keyword(s):  
Service Learning ◽  
Youth Development ◽  
Culturally Responsive ◽  
Trauma Informed ◽  
Community Youth Development ◽  
Development Service

Implementation of a positive youth development program by class teachers in a Chinese context

2012 ◽  
Vol 24 (3) ◽  
pp. 273-280
Author(s):  
Daniel T.L. Shek ◽  
Daniel W.M. Lung ◽  
Yammy L.Y. Chak
Keyword(s):  
Youth Development ◽  
Positive Youth Development ◽  
Program Implementation ◽  
Development Program ◽  
Related Factors ◽  
Chinese Context ◽  
Youth Development Program ◽  
The People ◽  
Study Results

Abstract This paper reports the findings of a case study in which a curriculum-based positive youth development program (Project P.A.T.H.S.) was implemented by the class teachers in a school. School-related factors which contributed to the success of program implementation were identified in the study. Results showed that factors facilitating the program implementation were closely related to the “5Ps” model (i.e., program, people, process, policy and place). While all the above factors contributed to the success of program implementation, the “people” factor was identified as the most crucial factor. Overall, both the students and program implementers perceived the program to be effective in promoting holistic development in the program participants.

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